A 30-Year Systematic Review of Self-Monitoring as a Strategy to Improve Teacher Performance

Abstract

Self-monitoring encompasses observation of one’s own behavior that can be used by teachers to improve their performance in the classroom. In this systematic review, we searched three databases to discover published research using teachers as participants implementing self-monitoring procedures in a school setting from January 1990 through October 2021. We identified 24 studies that met the criteria. These studies were analyzed with a focus on participants, dependent and independent variables, type of self-monitoring used, and outcomes. The studies were further analyzed using the Council for Exceptional Children’s Quality Indicators for Research in Special Education (Cook et al., 2014). We found 23 of 24 studies indicated positive results, with some including self-monitoring as part of an intervention package. However, only eight of the 24 studies met all the quality indicators. Future research should focus on providing quality studies to continue to evaluate the effectiveness of self-monitoring for improving teacher performance.